Abstract

Our study of secondary schools in England illustrates the ineffective implementation of transformational leadership within public service organizations by policy-makers. First, a rather narrow, managerialist variant of transformational leadership is promoted, which is resisted by school teachers and principals. Second, associated with this, policy does not take account of the institutional context within which public services organizations operate. Third, policy-makers, rather than leaders transform the context within which leadership takes place and any leadership discretion is constrained by central government audit. Instead, moral, professional and contingent approaches to leadership are enacted at the local level with individualized, rather than dispersed leadership, as a consequence of regulatory and normative pressures.